Understand challenging youth behavior, reflect on experiences, and implement strategies to promote positive learning spaces.
Full Course Description
Enhance your skills in creating positive learning environments with our Leveling Up Behavior Management online course. Designed for educators and youth workers, this 1.5-hour course dives into the root causes of challenging behaviors and offers empathetic, effective strategies for managing them. You’ll learn techniques for promoting prosocial behavior, emotional regulation, and redirecting negative actions while fostering social and emotional growth. By the end, you’ll have the tools to maintain a supportive, structured environment that values every young person. Enroll today to master behavior management and create a more harmonious classroom.
Course Outcomes
By the end of this course, you will be able to:
Understand potential meaning of challenging youth behavior.
Reflect on, and shift, your approach to encourage positive behavior among youth.
Facilitate social and emotional development that builds on youth assets and supports prosocial behavior.
Demonstrate use of research-based strategies for promoting positive behavior and redirecting negative behavior.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
Early Childhood Education and Care Department
1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
6. Programming
8. Staffing and Professional Development
Early Learning and Development Standards
1. Early Childhood Education and Child Development
After School Network
1. Relationships — Interactions and Engagement
3. Environment
6. Staffing/Professional Development
Afterschool Network Quality Standards
1. Environment
2. Relationships
4. Programming
Early Childhood Professional Learning Categories
1. Learning Communities
5. Learning Designs
6. Implementation
7. Outcomes
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
4. Staffing & Professional Development
5. Programming & Activities
7. Youth Participation & Engagement to Care
NYC DYCD Core Competencies for Youth Work Professionals
1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
School Age Child Care
3. Child Day Care Program Development
4. Safety and Security Procedure
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
Early Learning and Development Standards
2. Social and Emotional Development
Afterschool Standards
1. Human Relationships
3. Programming and Activities
Core Knowledge and Competencies
4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
Early Learning eGuidelines Competencies
4. Preparing for and Including Young Children in the Child Care Setting
a. Introduction to Inclusive Child Care
d. Preparing for and Including Young Children in the Child Care Setting
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
8. Professional Development
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
All Staff Annual Training
2. Social and Emotional Development
3. Child Guidance
Director Annual Training
4. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
2. Behavioral guidance practices
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
4. Positive Youth Development
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
8. Professionalism and Leadership (PL)
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
3. Programming and Activities
4. Youth Leadership and Engagement
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
Child Care Training Regulations
4. Positive behavior management
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
10. Continuous Quality Improvement
ECE Competencies
3. Relationships, Interactions, and Guidance
8. Learning Environments and Curriculum
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
8. Self-Esteem
9. Social Development
10. Guidance
Core Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
6. Intentional Relationships
8. Activities
Early Childhood - Continuing Education
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
2. Relationships and Connections
4. Youth Participation and Engagement
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
4. Positive behavior management/social-emotional development
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
5. Program Activities
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
5. Teaching and learning
7. Interactions and guidance
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
Afterschool Program Standards
Program Content
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Family/Community Relations
3. Transitioning
Career Development
4. Using child care tools
6. Strategic leadership and planning
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Child Growth and Development
Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
5. Inclusive Practices
6. Learning Environments
11. Social-Emotional Development and Mental Health
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
4. Child and Classroom Management
10. Supervision or Staff Development in Early Childhood Education
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
Goals for Program Participants
7. Greater Personal Responsibility
8. Improved Academics Achievement
9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Management and Delivery
Goals for Program Participants
Afterschool Quality Standards
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
6. Administration and Organizational Development
7. Staffing and Professional Development
Standards of Early Learning and Development
6. Positive Discipline and Guidance
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
10. Inclusion of All Children
13. Foundations of Child Development and Approaches to Learning
Quality Standards for OST Programs
2: Relationships and Interactions
3: Youth-Centered Program Design
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Childcare Program: Continuing Education
3. Caring for children with exceptionalities
7. Behavior guidance
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
11. Learning environments
12. Age-appropriate activities and planning
OST Quality Guidelines
3. Human Relationships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Competencies for Early Childhood Educators and Administrators
6. Professional development and leadership
8. Teaching practices
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
vi. Creating a classroom environment
Afterschool Alliance's Quality Standards
3. Positive ways to support children’s social and emotional development
8. Principles of child growth and development
Child Care Centers Professional Growth and Development Training Requirements
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
8. Principles of child growth and development
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (4) Teacher-child interaction
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 5. Supervision and safety practices in the care of children
Pre-Service 6. Positive interaction with children
Afterschool Program Quality Guidelines
3. Relationships
5. Professional Development
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
Department of Early Learning and Care: Training
5. Learning Environments and Curriculum
9. Special Needs
10. Understanding and Guiding Behavior
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
Department of Education: Standards for Professional Development
f. Strategies for working with children with disabilities
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Program Quality Standards
I. Youth Program Climate
Administrative Quality Standards
I. Youth Program Design and Accountability
IV. Youth Program Staffing and Professional Development
Quality Standards for Out-of-School Time Programs
B. Positive Relationships
C. Intentional Programming and Activities
D. Equity and Inclusion
Division of Early Care and Education: Staff Development
